The Causal Factors Influencing Japanese Learning Achievement Of Matthayomsuksa 6 Students Under The Office Of The Secondary Educational Service Area Office 31

Abstract

The main purposes of this research were 1) to study level of factors affecting the Japanese Learning Achievement of Matthayomsuksa 6 Students under the office of the Secondary Educational Service Area Office 31. 2) to develop and to test the validity of lineal structure relationship model of causal factors effecting with empirical data. The Sample in this study was selected by Two-Stage Random Sampling from 300 persons of Matthayomsuksa 6 students under the office of the Secondary Educational Service Area Office 31. The research instruments consisted of the test of Japanese learning achievement, Japanese aptitude, the scale of attitude toward Japanese, achievement motivation, learning intention, self concept, teacher’s teaching quality and parents’ care. The reliability of these tests become .84, .92, .79, .71, .72, .65, .75 and .81 respectively. The background knowledge measured by the average grade of Matthayomsuksa 4-5 was 3.55. The data were analyzed by using path analysis with the use of packet software.

            The results of study revealed that

1. Most factors on level of causal factors influencing Japanese learning achievement of Matthayomsuksa 6 students were high level. Teacher’s teaching quality at arithmetic mean value was 4.12. The factors with lower value were achievement motivation, attitude toward Japanese, self concept and parents’ care and the arithmetic mean value were 3.67, 3.60, 3.58 and 3.53 respectively. Learning intention at arithmetic mean value of 3.38 was medium level. Background knowledge at arithmetic mean value of 3.55 was highest level. Japanese aptitude at arithmetic mean value of 12.23 was high level. And Japanese learning achievement at arithmetic mean value of 19.21 was medium level.


2. Relationship model of causal factors influencing of Japanese learning achievement on Matthayomsuksa 6 students fitted with the empirical data. The factors with the most direct influence on Japanese learning achievement was background knowledge while the factor with less direct influence was Japanese aptitude with the beta weights of .67 and .18 respectively. The factors with the most indirect influence on Japanese learning achievement was teacher’s teaching quality while the factors with less indirect influence were self concept and background knowledge with the beta weights of 2.33, .65 and .06 respectively. All causal factors could together explain the variation of Japanese learning achivement of Matthayomsuksa 6 students at 67 percent. And relationship model fitted by considering Chi-Square = 12.23, df = 15, P = .66, GFI = .99, AGFI = .97 and RMSEA = .00